Computers in education: The dilemmas of equity and access     

Sue Willis 《The Australian Educational Researcher》1987,14(2):27-52

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To Everything There is a Season: A Photoessay of a Farmers' Market     

Deborah D. Heisley  Mary Ann McGrath  John F. Sherry 《Journal of American culture (Malden, Mass. : 2003)》1991,14(3):53-79

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Editorial: On Behalf of Children: “Building a Case for Sound Amplification in Early Childhood Settings”     

Mary Jalongo 《Early Childhood Education Journal》2004,31(3):153-155

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Reflections on Technical Communication Quarterly, 1991-2003: The Manuscript Review Process     

Mary M. Lay 《Technical Communication Quarterly》2004,13(1):109-119

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White Noise: The Attack on Political Correctness and the Struggle for the Western Canon     

Bill Cope  Mary Kalantzis 《Interchange》1997,28(4):283-329

This paper provides a critical overview of the debate about political correctness and the status of the Western Canon in education. The paper analyses a number of critical themes in the debate: Who is it under attack? What is the Canon which is to be defended? Why does it need to be defended? And what notions of knowing and learning underlie the arguments of the proponents of the Canon? After outlining the ways in which the arguments of those attacking political correctness and defending the Canon are profoundly flawed, the paper suggests that the case for multiculturalism and diversified curriculum needs to be substantially strengthened if it is to present a viable alternative.  相似文献   

Placing records continuum theory and practice     

Sue McKemmish 《Archival Science》1987,1(4):333-359

This article provides an overview of evolving Australian records continuum theory and the records continuum model, which is interpreted as both a metaphor and a new world-view, representing a paradigm shift in Kuhn's sense. It is based on a distillation of research findings drawn from discourse, literary warrant and historical analysis, as well as case studies, participant observation and reflection. The article traces the emergence in Australia in the 1990s of a community of practice which has taken continuum rather than life cycle based perspectives, and adopted postcustodial approaches to recordkeeping and archiving. It “places” the evolution of records continuum theory and practice in Australia in the context of a larger international discourse that was reconceptualizing traditional theory, and “reinventing” records and archives practice.  相似文献   

The left-right brain controversy and misinterpreted authority     

Mary C. Mabry  Bevars D. Mabry 《Journal of Cultural Economics》1981,5(2):59-77

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Frieda hennock: Leader for educational television     

Mary E. Beadle  Alan Stephenson 《TechTrends》1997,42(6):45-50

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Improving Reading Skills in Predominantly Hispanic Title 1 First‐Grade Classrooms: The Promise of Peer‐Assisted Learning Strategies     

Mary Beth Calhoon  Stephanie Al Otaiba  Daphne Greenberg  Amber King  Annalise Avalos 《Learning disabilities research & practice》2006,21(4):261-272

The purpose of this study was to examine the efficacy of a supplemental peer‐tutoring reading program on phonological and reading fluency skills of first graders (N= 78) who were in predominantly Hispanic Title 1 classrooms. Sixty‐eight percent of the students were Hispanic, all were English speaking. Six classrooms were randomly assigned to either the peer‐assisted learning strategies (PALS) program or a control condition. PALS students participated in a peer‐mediated early literacy intervention three times a week for 20 weeks for a total of 30 hours. Reading fluency measures taken at fall, winter, and spring showed statistically significant differences favoring PALS on phoneme segmentation and nonsense word fluency. Additionally, results analyzed by ethnic subgroups (Hispanic and non‐Hispanic) revealed a differential pattern of response to PALS intervention. Social validity questionnaires reported that teachers and students viewed PALS in a positive light.  相似文献   

Peer Support: Expectations and Realities     

Mary Baginsky 《Pastoral Care in Education》2004,22(1):3-9

This article describes an evaluation of fourteen peer-support schemes in seven primary schools and seven secondary schools where NSPCC advisers worked closely with the schools. Each school received a questionnaire at the start of their involvement and, after about 12 months, the researcher visited each of the schools to conduct in-depth interviews with the person who had completed the original questionnaire. The evaluation explored why the schools had undertaken this work and what the potential benefits to the schools and the students were. The details of the schemes and the findings specific to primary and secondary sectors are also discussed. In particular, training, unrealistic expectations about behaviour and the uses of staff times are debated. The author concludes that peer-support schemes can be mistakenly seen as a panacea.  相似文献